TY - JOUR
T1 - Analysis of instructional support elements for an online, educational simulation on active listening for women graduate students in science and engineering
AU - Bernstein, Bianca
AU - Bekki, Jennifer
AU - Wilkins, Kerrie G.
AU - Harrison, Caroline J.
N1 - Funding Information:
The work reported here was supported by the National Science Foundation (NSF) Grant 0910384. Any opinions, findings, and conclusions and recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the NSF. We gratefully acknowledge the contributions of Dr. Robert Atkinson in conceptualizing this study.
Publisher Copyright:
© 2016, Springer Science+Business Media New York.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - Strong interpersonal communication skills (ICS) are critical for educational and career success, but effective and widely accessible training systems are not available. This paper describes a 2 × 2 × 2 experimental study of an online, educational simulation for practice with the ICS of active listening. The simulation was customized for women graduate students in the natural sciences and engineering. In such environments, where gender stereotyping is common, ICS can make the difference between continued progress and discouraging setbacks. The pedagogical effects of following three instructional support variables were investigated: (1) elaborative versus simple feedback (2) presence versus absence of a static image to accompany the content delivered aurally by a human pedagogical agent, and (3) presence versus absence of instructional hints. The four outcome measures were self-reported knowledge about, skill in applying, and self-efficacy with respect to active listening, along with the usability of the simulation itself. Participants in the study included N = 137 women in the natural sciences and engineering. Results showed that the instructional support variables were significantly related to the outcome measures of knowledge, skills, and usability, but not self-efficacy with respect to active listening. A three-way interaction among all three of the instructional support variables was found to be statistically significant for both the knowledge and skills outcome variables; for both, the highest scores were obtained by participants who were presented with elaborative feedback and neither pedagogical agent image nor hints. Also, participants who received elaborative feedback reported the simulation to have significantly greater usability than those who received simple feedback.
AB - Strong interpersonal communication skills (ICS) are critical for educational and career success, but effective and widely accessible training systems are not available. This paper describes a 2 × 2 × 2 experimental study of an online, educational simulation for practice with the ICS of active listening. The simulation was customized for women graduate students in the natural sciences and engineering. In such environments, where gender stereotyping is common, ICS can make the difference between continued progress and discouraging setbacks. The pedagogical effects of following three instructional support variables were investigated: (1) elaborative versus simple feedback (2) presence versus absence of a static image to accompany the content delivered aurally by a human pedagogical agent, and (3) presence versus absence of instructional hints. The four outcome measures were self-reported knowledge about, skill in applying, and self-efficacy with respect to active listening, along with the usability of the simulation itself. Participants in the study included N = 137 women in the natural sciences and engineering. Results showed that the instructional support variables were significantly related to the outcome measures of knowledge, skills, and usability, but not self-efficacy with respect to active listening. A three-way interaction among all three of the instructional support variables was found to be statistically significant for both the knowledge and skills outcome variables; for both, the highest scores were obtained by participants who were presented with elaborative feedback and neither pedagogical agent image nor hints. Also, participants who received elaborative feedback reported the simulation to have significantly greater usability than those who received simple feedback.
KW - Active listening
KW - Elaborative feedback
KW - Graduate women in STEM
KW - Hints
KW - Interpersonal communication skills
KW - Online educational simulation
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U2 - 10.1007/s12528-016-9110-4
DO - 10.1007/s12528-016-9110-4
M3 - Article
AN - SCOPUS:84978139618
SN - 1042-1726
VL - 28
SP - 136
EP - 171
JO - Journal of Computing in Higher Education
JF - Journal of Computing in Higher Education
IS - 2
ER -